A Novel Approach for Quantifying the Carbon Footprint of Different Medical Education Teaching Modalities in an NHS Hospital Trust

Abstract

Introduction

Climate health is gaining prominence in medical curricula worldwide, with academic and healthcare institutions setting targets to reach carbon net zero. However, the integration of evidence-based strategies to reduce carbon footprint in medical education is constrained by a scarcity of research. This research study uses a novel approach to quantifying the carbon footprint of three teaching modalities within an undergraduate medical curriculum.

Methods

We quantified the carbon footprint generated by delivering bedside, didactic and simulation-based education to undergraduate medical students in a hospital environment. Data were collected on the use of electronic equipment and consumables during each teaching session. Environmentally extended input–output analysis (EEIOA) was conducted to estimate the carbon footprint intensity.

Results

A total of 30 teaching sessions were evaluated (bedside = 10, didactic = 10 and simulation = 10). The median carbon footprint intensity for delivering bedside, didactic and simulation teaching was 0.1180 kgCO₂e/h/learner, 0.0293 kgCO₂e/h/learner and 0.0419 kgCO₂e/h/learner, respectively. For context, the average carbon footprint is 0.041 kgCO₂e per kilometre for electric vehicles. Bedside teaching had the highest carbon footprint per learner, driven by electronics and personal protective equipment. Didactic had the lowest carbon footprint due to a low or absent requirement for consumables.

Conclusion

To the best of our knowledge, this is the first study to propose carbon footprint intensity as a potential outcome measure for evaluating the delivery of medical education. This approach offers a tool to empower educators to quantify the environmental impact of educational activities to support the implementation of low carbon strategies.